Login or register for free to remove ads.
Fortnite and the Next Level Discourse: Understanding How
Gamers Cultivate Pedagogy in Teacher Education
Rick Marlatt, New Mexico State University, United States
Society for Information Technology &
Teacher Education International
Conference, Mar 18, 2019 in Las Vegas,
NV, United States ISBN 978-1-939797-
37-7 Publisher: Association for the
Advancement of Computing in Education
(AACE), Chesapeake, VA
This paper describes a recent qualitative examination of the discourse and literacy practices
generated by preservice teachers who played the video game, Fortnite. Following the observation,
recording, and transcription of over 30 hours of Fortnite gaming streams, as well as the conduction
of semi-structured interviews with six preservice teachers who served as focal participants, Critical
Discourse Analysis (CDA) was utilized in an attempt to understand how gamers used language and
literacy practices to cultivate their developing pedagogies in digital spaces. Findings from the study
show that Fortnite players employ a specialized vocabulary to become literate members of an
interactive discourse community in which speciﬁc literacy practices indicate successful
membership and participation in the game. Based on connections to reading comprehension and
navigation within formal literacy learning, recommendations are made for future research,
considering possible implementations of Fortnite in school-based settings.
! References " Presentation/Slides
#View References & Citations Map
Marlatt, R. (2019). Fortnite and the Next Level Discourse: Understanding How Gamers Cultivate
Pedagogy in Teacher Education. In K. Graziano (Ed.), Proceedings of Society for Information
Technology & Teacher Education International Conference (p. 1974). Las Vegas, NV, United States:
Association for the Advancement of Computing in Education (AACE). Retrieved April 15, 2019 from
© 2019 Association for the Advancement of Computing in Education (AACE)
1. Chilton, P. (2011). Critical discourse analysis. In P. Hogan (Ed.), The Cambridge encyclopedia of
the language sciences. Cambridge, UK: Cambridge University Press.
2. Foulger, T.S., Graziano, K.J., Schmidt-Crawford, D. & Slykhuis, D.A. (2017). Teacher Educator
Technology Competencies. Journal of Technology and Teacher Education, 25(4), 413-448.
Waynesville, NC USA: Society for Information Technology& Teacher Education. Retrieved from
3. Gee, J.P. (2007). What videogames have to teach us about learning and literacy. New York:
4. Gee, J.P. (2012). Social linguistics and literacies: Ideology in discourses. New York, NY:
5. Perry, K. (2012). What is literacy? A critical overview of sociocultural perspectives. Journal of
Language and Literacy Education 8(1), 50-71.
6. Warburton, T. (2016). Turning the lens: Reﬂexivity in research& Teaching with critical discourse
analysis. Critical Questions in Education, 7(3), 249-267.
These references have been extracted automatically and may have some errors. If you see a mistake in the references
above, please contact firstname.lastname@example.org.
$ 2019 SITE Presentation (1).pptx (Access with Subscription)